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As comforting as it is to know that children today have more in common with each other than we did as children it seems to be at the expense of their uniqueness. As educators we need to celebrate the differences in individuals. As Dr. Seuss said “Today you are You, that is truer than true. There is no one alive who is Youer than You.” (Seuss 1959)
When I was a teachers aid at a local middle school I found myself changing my teaching style from moment to moment. This can be a bit taxing. I was in a resource room helping students on an individual bases. Each student was unique and learned in different ways. The students with social barriers I found to be the most challenging. As the year progressed I found ways of communicating with them and teaching the information they needed to be successful in school and life.
I was brought into the Parkway School District to work specifically with a few male students, who were on the moderate to severe end of the Autism spectrum. I was able to work closely with these students for two years. ASD is a disability that affects boys more than girls in a ratio of approximately 3:1 and is believed to occur in some form in anywhere from 1 in 500 to 1 in 150 children. It is also common for it to accompany other symptoms. (Freind, Bursuck. 200)
One of these students specifically was “in need of a male role model” as my supervisor would say. We’ll say his name was Adam, grew up as an only child of a single parent and was actually very responsive to male teachers through out the building. We were able to take advantage of this unique attribute by utilizing the male science and math teacher in a way in which Adam could take social behavior advice f...
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...se and I spent much of my time trying to find some common ground between the students and myself. I worked mainly in the resource room with a wide range of talents as well as issues. Being able to pick up on their strengths and improve upon their weaknesses was what we needed to do to be successful.
I would prepare modified lessons for the students encouraging their strengths. I also would create social and behavioral lessons that could be implemented in the resource room. By being aware of the individuals learning styles and particular needs I was able to assist many of the general education teachers with the difficult job of helping every student learn.
References
Friend, M. Bursuck W. (2009) Including Students with Special Needs. A Practical Guide for Classroom Teachers 5th Ed. Pearson Edu. Inc.
Seuss, Dr. (1959) Happy Birthday To You! Random House.
Paraeducators are busy when special needs students are present. I and any teacher can use this article review as a way to implement his paraeducator in any class.
Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in
The authors of this article begin by defining autism spectrum disorder. There has been significant increase in ASD cases have occurred in the past 10 years, and many of these students are enrolling in a higher education institution. Autism presents challenges, in general, but students that enroll in a higher education institution are at risk of other issues. The article discusses these challenges as well as the transition from high school to college from actual students with autism. Using these challenges,
An intellectual college student, who attends Lipscomb University explains the challenges and obstacles that students with disability encounter in school. I interviewed Rudy Castillo, who was detected with autism at the age of three to discuss his personal experience. This student as any other played sports throughout middle and high school but also was bullied by others. Rudy’s story explains his journey about overcoming the struggles that autism presents. After all, Rudy’s plan is to help others understand his disability and encourage those with autism to embrace their abilities. Through the support of his family, Rudy Castillo received help from a specialist in Guadalajara, Mexico.
Depending on the topic, certain pedagogies fail to facilitate the understanding that is necessary to continue a student’s growth in the subject. Connecting with the students is important, especially with our centennial generation, who need the social connection more than any other. They do not know a world before technology and the connections that it facilitates, the choice to voice opinions and be heard. This follows well with the training that I participated in this summer, Captivating Kids Hearts (CKH). Our school is promoting the activities, allowing us to integrate collaborative codes of conduct and positive affirmations. During our training we spent time learning how to connect with each other on a personal level, emotions were difficult, but what it has given me is the permission to take time to make better connections with my students. What I have found is that class seems to work smoother, and I expect to see other changes as the year
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote
...erstand space and what the stars are. If a child is into nature I would want to encourage them to help out in the garden, I want to have books for them about nature, and help them understand more about how things grow or why bugs do what they do. I want the children to know what they thing and feel matters. So many people think children are just children with no concept of anything around them, they just like to play and be loud and run around but the truth is so much more, children are smart they know a lot about the world around them because they ask questions constantly. I want to celebrate what the children love and want to pursue in the classroom by giving them the opertunity to share what they know with the classroom. I think its important for the teachers to listen to the children because a child will be much more willing to learn if you make it fun for them.
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
Having worked in an Autism program first hand I can tell you these people are doing everything they can to help these kids into functioning members of society. Though some will need to be assisted their entire lives some can lead semi-normal lives. In these classrooms these programs not only focus on learning the fundamentals like all children in school (english, math, science, etc..) they also teach social skills and activities, they teach the kids things like proper etiquette in public places, safety on the phone, all the things that that isn 't 'common sense ' to them because of their disability. They work hard to help the students who are more high functioning to integrate into normal classrooms and the children who are more so low functioning to be able to do the basics and beyond for themselves. These programs are continually developing and reshaping to best fit the needs of their
One of the most difficult things teachers will face when dealing with Autistic children is their lack of communication skills and inappropriate or nonexistent social skills. In addition to academic instruction children with Autism require instruction in communication techniques and social skills. Kamps et.al. says “A key to accommodating students with autism in public school settings is the provision of social and behavioral programming to develop meaningful participation with nondisabled persons” (p.174).
Ripley, Susan (1997, July). Collaboration between General and Special Education Teachers. ERIC Digest. Retrieved March 23, 2003 from, ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Web site: http://wwww.ericfacility.net/ericdigests/ed409317.html
Simultaneously by letting children know that their uniqueness is valued they are learning that others differences are also to be tolerated.
...l of mine is to request frequent feedback on my performance and lesson plans. This quarter in kindergarten my mentor teacher provided little to no feedback on my lesson plans which lead me to believe they were sound when they actually could have been tweaked a bit more to fit my mentor teachers instructional approaches and the children’s way thinking. I will also need to pay closer attention to dates, deadlines and my performance expectations. I often found myself mixed up with dates which are a critical in our short time spent in practicum. Even though I had some rough encounters with my kindergarten experience I felt I learned a great deal about professionalism, patience and working with children developing on varying levels. Overall, my practicum experiences were supportive of my course learning and greatly appreciated.